Instructions to student/trainee Assessment Tasks These tasks are to be completed partly on placement and partly in your own time. You can use your text book, learning materials, the Internet and workplace policies and procedures to assist you with your answers. ALL pages MUST be numbered and your name needs to be visible on each page. If this assessment task is deemed to be Not Satisfactory, the assessor will arrange to meet with you and discuss the options and timeframes to be re-assessed. You must complete all the tasks in this book. Many of the tasks are designed around your placement where you will need to discuss and record tasks with the room leader/supervisor. Evidence provided by you for all of these questions must be sufficient for your assessor to make a satisfactory judgment. A satisfactory judgment for each question is required to achieve competency in the unit. The completed Assessment Tasks must be handed in to the trainer by the due date as notified. Feedback: You will be given feedback from the assessor for each task you complete. Unit Description: CHCECE017 Foster the holistic development and wellbeing of the child in early childhood This unit describes the skills and knowledge required to foster and enhance the holistic development and wellbeing of children from birth to 6 years of age. The unit applies to educators working in a range early education and care service settings. CHCECE018 Nurture creativity in children This unit describes the skills and knowledge required to nurture creativity in children. The unit applies to educators who work with children in a variety of education and care services. CHCECE020 Establish and implement plans for developing cooperative behaviour This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour. This unit applies to educators working in a range of education and care services. CHCECE021 Implement strategies for the inclusion of all children This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required. This unit applies to educators working in a range of education and care services. CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 2 No licensing, legislative or certification requirements apply to this unit at the time of publication. The workplace context may be:  Specific community  Community or regional service  Department of a large institution or organisation  Specialised service or organisation Application of this unit should be contextualised to reflect any requirements, issues and practices specific to each workplace Assessment conditions Skills must be demonstrated: in the workplace OR in an environment that provides realistic in-depth industry validated scenarios and simulations to assess candidates’ skills and knowledge. Reasonable Adjustment: The training and assessment process for this unit can be altered for students who may require reasonable adjustment to complete the assessment tasks. Assessors must note on the Student Assessment Guide if a reasonable adjustment has occurred. Reasonable adjustment activities could involve:  Modifying or providing equipment;  Changing assessment procedures;  Changing course delivery; and  Modifying premises. See Wyndham CEC’s Establishing and Applying Decisions for Satisfactory Completion Procedure Special Consideration: A student whose work during a training period or whose performance in an assessment has been affected by acute illness or other exceptional cause beyond their control may apply in writing to the training manager for special consideration. Refer to Wyndham CEC’s Special Consideration Policy. Appealing an assessment: If you are dissatisfied with the outcome of an assessment you may appeal the assessment result. Refer to Wyndham CEC’s Complaints and Appeals Policy and Procedure. Submitting your assessment tasks: You may be required to submit your tasks in a specific format. The trainer/assessor will provide you with a style guide for you to follow. Plagiarism: Student work submitted must be their own. Students must not receive undue assistance from any person in the completion of their assessment tasks. This includes copying or plagiarising other work. Refer to Wyndham CEC’s Plagiarism, Cheating and Collusion Policy and Procedure. CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 3 Marking Each assessment task must be assessed against the suggested answers documented in this guide. Each task has instructions that must be met to be marked Satisfactory for the individual task. Assessors must give feedback on each task and the outcome must be dated and signed by the assessor Reference/Bibliography It is a requirement that you must provide all the references or create a bibliography page in regards to all of your research used to complete this assessment task. For further reference please see our Plagiarism Policy. Evidence provided by you for all of these questions must be sufficient for your assessor to make a satisfactory judgment. A satisfactory judgment for each question is required to achieve competency in the unit. The completed Assessment Tasks must be handed in to the trainer by the due date as notified. CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 4 1. Summarise your understanding of the following –present this as an A3 poster categorising all 3 different age groups. (0-2, 2-3, 3-5) - Basic stages of motor skills - Basic stages of social development - Basic stages of emotional development - Basic stages of cognitive development - Basic stages of communication development - Basic stages of creative development Present poster. 2. Make a Resource Folder using your own template. Include 3 experiences EACH for  PHYSICAL (gross motor, fine motor & coordination),  SOCIAL,  LANGUAGE and LITERACY,  AESTHETIC & CREATIVE,  EMOTIONAL & PSYCHOLOGICAL and  COGNITIVE DEVELOPMENT for EACH the following age groups – ensuring experiences are ALL culturally appropriate and reflect the diversity of the families (and educators) using the service; - 0-1 years - 1-2 years - 2-3 years - 3-5 years - 5-12 years (School aged children) You answers need to be detailed, and need to include:  Activities designed to take into consideration, children from an EAL background.  A short explanation of each activity including resources required, parts of play and how many children the experience will be set out for.  Level of supervision required.  YOUR intention/learning goals and the areas of development for each activity.  You need to include strategies for adaptation of your activity to children who require additional CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 5 help.  Each activity to include Stages of Play.  Link each activity to the EYLF Outcomes, Practices and Principles as well as the NQS  Ensure you show the relationship between ALL areas of Development Link each experience to theorists such as, BUT NOT LIMITED TO, Piaget, Vygotsky, Gardner, Bandura, Parten, Bowlby, Bronfenbrenner, Skinner, Maslow etc. and discuss WHY you feel they link to the experience. Type answer below. 3. Learning environments in a child care centre have to promote children’s development and provide opportunities for children to extend on their existing knowledge and emerging skills. Physical Development You need to plan and set up an experience at your centre that challenges the physical skills and abilities of children AND promotes their physical fitness. You need to write up how you will set up the activity. Once your activity has been implemented, write a minimum A4page report on how the children benefitted from your activity. Include: a) The age of physical development that they are in. b) How you challenged and promoted the children’s physical skills and fitness. Type answer below. Name of activity: the skeleton dance Children love dancing along with the song, and in the process they learn parts of the body and right vs. left.  that teaches children about some of the bones in the human body.  Without a ton of difficult, scientific names for the bones, this app is able to provide a fun overview of some of the major bones in the body, while also offering a variety of fun facts about each. The developers have also included a puzzle concept and dance to help keep children engaged as they learn CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 6 Skeleton Dance is a simple app that provides a basic overview of some of the main bones in the body. While it doesn’t have a lot of bells and whistles that some educational apps have, it is easy to use and is set up well for young children to maneuver through. This app includes one skeleton image, bone clattering sound effects, narration for each bone that is placed, and drag and drop technology, making this app very easy to use. Entertainment Aimed at a younger audience, this app provides a puzzle concept for children to piece back together as well as a dance sequence that children will enjoy. With that said it would be nice to have an additional entertainment activity to keep children engaged a bit more  It may not teach all the various intricacies of the body, but it will teach players some of the basic bones in the body for a good price. Child Friendliness Skeleton Dance is a very simple and easy to use app for young children. With simple drag and drop technology, players can easily drag bones into the appropriate places with no problem at all. The intuitive set up is also great because it doesn’t require any instruction to get started. The narrated pieces also make this app good for young children who may not be reading just yet. The benefits of being active for young children include:  promoting healthy growth and development  helping to achieve and maintain a healthy weight  building strong bones and muscles  improving cardiovascular fitness  improving balance, coordination and strength  maintaining and developing flexibility  improving posture  assisting with the development of gross motor and fine motor skills  providing the opportunity to develop fundamental movement skills  helping to establish connections between different parts of the brain  improving concentration and thinking skills  improving confidence and self-esteem  relieving stress and promoting relaxation CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 7  providing opportunities to develop social skills and make friends  improving sleep This type of play helps children to become confident in their movement skills, and to develop hand eye and foot-eye coordination. b. Movement is essential to enhance children’s growth and physical development. The way children engage in physical activity and the amount they do impacts on their physical development, health and wellbeing throughout life. Remember all children will have areas of physical activity or tasks that they find more challenging than others. Attempting the activities that they find challenging helps children develop perseverance and resilience. Childcare workers can help children improve their physical skills and promote fitness by encouraging them to participate in physical activities that are fun and that allow them to move in different ways and try out new skills. Music and dance have many benefits for children and their physical development. By moving to music children can engage in a form of physical activity that is also expressive and creative. Not all children enjoy sports and other types of vigorous physical activity so music and dance are another way for them to enjoy being active. It is important that children do not feel pressure to play the same games and develop at the same rate as their peers. These include ensuring that children enjoy what they are doing but also recognise their efforts to participate in activities. Children are more likely to want to join in activities if workers are involved and they can learn skills by observing the worker and asking questions. 4. Social Development 1) Plan and implement a discussion with a group of children that focuses on investigating an ethical issue that is meaningful to the children’s lives and communities. The group should attempt to make decisions to resolve the ethical issues.  Provide details of the issue up for discussion, the dynamics of the group, including the age and number of children involved. Explain the strategies you will use to encourage cooperation if there is a conflict within the group.  Document evidence of what occurred in the group discussion. Include: o how the children’s level of moral understanding (relate this to theory) influenced the outcome of the group discussion o how you extended the children’s psychological (in particular, self-esteem) and cognitive development while involved in the discussion. Type answer below. CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 8 5. Read the scenario, then answer the questions that follow. Ula (4 years) has been attending the service for some time. She is a quiet yet busy child and usually works independently on activities. Today you notice that Ula is sitting at the table in home corner where two other 4-year- old children are imitating dinner time as they cook and do dishes and talk about their actions. Ula is watching the play but not interacting or participating. You walk over to Ula and ask if she also wants to play in the game.  If Ula says yes she wants to cook, what strategy would you use to help Ula enter this home corner play situation? Give reasons for your choice of strategy, including why your strategy is important in the development of Ula’s play stage.  How would you support Ula differently if she was 3 years old and played in an associative play stage? Justify your answer by making reference to relevant aspects of development theory.  If Ula said no she wanted to be on her own, explain what you would do to accommodate her needs and the reasons for your actions Which theorist would you relate to this scenario? Type answer below. Strategies to help Ula to enter home corner Sometimes children are not ready to join in and are quite prepared to sit and watch. They may eventually join in or may decide to go to another activity. (i)So first I must respect a child’s decision not to participate but if Ula says she is willing to cook then I can help to support by ensuring all materials and equipment are in good order and readily available to her. (ii) Talking with her about the choices available for her and, if needed, helping her to decide what to do and Arrange equipment and materials in a manner that encourages her to socially interact with one another. For example:  if they want to pretend to do the dishes, one child will have to wash the dishes while another dries them.  (iii) I will also encourage her by talking about how food smells tastes, looks and feels, explaining how heat changes food, the names of various foods, how many cups or teaspoons of an ingredient she is using because cooking demand senses and provides learning opportunities. Why strategy is important: Children also develop many social skills through play. They encounter situations where they learn to collaborate, choose experiences, make decisions and experience failure and success. Pretend play assists children to explore the world of feelings and relationships. Emotionally, children’s growth is also fostered through play as they learn to manage a variety of feelings. Morally, children learn through play what is right and wrong, how to treat others fairly and what it is CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 9 like to be treated unfairly. They also learn about their community, conservation and the environment as they share stories with others. By observing children at play, you can gain a sense of how play impacts on a child’s self-esteem, independence and sense of achievement. Play enables children to understand more about others and themselves, their fears, joys and frustrations, and how they and others express themselves. Another is pretending to prepare a meal will involve a lot of teamwork as well.  When a child is unable to find a play kitchen accessory, parents should offer gentle reminders about the importance of keeping things nice and organized. 6. Emotional Development Plan, set up and run an experience with children, where you have facilitated and supported their emotional and psychological development in a safe environment, where they will be able to express their thoughts, feelings and ideas. Once you have planned and run your experience, write a minimum of an A4 report – discussing the following: - How you encouraged children to participate independently in activities? - How you encouraged identity through play? (Remember concept of self-respect, self- confidence, self-image, self-esteem etc) - How you encouraged children to share their emotions and express their feelings through play? Type answer below. 7. Cognitive Development Plan, set up and run an experience with every day materials that encourages children to participate in science, maths or technology. Once you have planned and run your experience, write a minimum of an A4 report – discussing the following: - How you encouraged children to participate in challenges and experiments? - How you investigated ideas, worked on concept development and thinking, reasoning and hypothesizing? - How you constructed and deconstructed the experience as part of learning? (Include how you created patterns, sorted, categorised, put into order and compared, using intrigue and generated surprise with every day materials) CHC50113 Diploma in Early Childhood Education and Care Wyndham CEC Wyndham Community and Education Centre Inc 2016v1 CHCECE017, CHCECE018, CHCECE020, CHCECE021 Development Cluster: Assessment Tasks. 10 - How you have planned and provided opportunities through play for children to experience the consequences of their choices, actions and ideas. Type answer below. 8. Creative Development 1) Plan, set up and run THREE DIFFERENT active learning experiences, where you are fostering the creativity and facilitating the active participation of at least THREE children of VARYING ages through encouragement, appropriate interactions and communications. Document the following:  age of children,  size of group,  learning experience - dramatic and imaginative play opportunities  resources used,  stages of play explaining the children’s involvement and  any creative experiences that were initiated by the children after implementing your learning experience, How you will evaluate the experiences designed to nurture creativity? 2) Discuss how would you provide opportunities for children’s creative development using - Music and movement (dance) skills? - Dramatic and Imaginative play such as visual arts, architecture, construction, inventions, creative expression– both indoors and outdoors? - Open ended natural materials – giving examples of a range of these materials and discussing how you will promote these materials? - Role modelling, encouraging children ownership, children’s interdependent thinking? - Promoting appreciation of other people's creative efforts? - Fostering creativity using a learning framework? Type answer below. 9. Language Development a) Identify five active learning experience with children of three different varying age groups that could be used to create a literacy/ language-rich environment. Explain how each activity promotes children’s language